Reflective Essay # 3:
Assessment and Testing in the Communicative Classroom
1. Direct and Indirect Testing
What do you think of the teacher’s comment below? First, give your opinion on the teacher’s comments and then also answer the following questions:
a. Do you think that knowledge of grammar and vocabulary is required to achieve a good performance in speaking, reading, listening and writing?
b. How much of students’ final assessment should be based on their ability to communicate – to use and experiment with the language they have learned? How much should be based on their ability to manipulate grammar and vocabulary?
c. If you are currently teaching, please describe the type of testing done at your school. Do you agree with the balance at your school? Why? Why not?
Teacher’s comment:
‘Some teachers would argue that, as language teachers, we are teaching students to communicate – in other words, to use language. We use language in talking (speaking and listening), reading and writing. Someone can be good at grammar but unable to communicate in speech or writing. In this case, grammar, vocabulary and pronunciation tests are really just indirect ways of testing our real aim: the skills. So, we should place more emphasis on results from skills tests (speaking, listening, reading and writing) than grammar and vocabulary tests.’
Write your responses here. (Word count: 450-500)
2. Test Constructs (You need to watch the Webinar on testing to complete this task)
That’s the webinar link
When assessing the constructs mentioned below, what types of tasks do you think are appropriate for testing (not practicing or teaching) your students’ language ability in the communicative classroom? Provide an example of types of tasks for each construct and Indicate which elements of the skill are being tested.
For example, for Pronunciation ability, you might indicate the task of reading aloud. Its purpose is testing students’ pronunciation, and fluency.
a. Grammar ability:
b. Reading comprehension:
c. Listening comprehension:
d. Writing ability:
e. Pronunciation ability:
f. Speaking ability:
3. In your own words, explain the difference between formative and summative assessment. What are some examples of formative and summative assessment? Describe at least two examples of each type.
Write your explanations and examples here. (Word count: 150-200)
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